Motivation as Quality: Regulatory Fit Effects on Incidental Vocabulary Learning

Autor/in	Papi, Mostafa
Titel	Motivation as Quality: Regulatory Fit Effects on Incidental Vocabulary Learning
Quelle	In: Studies in Second Language Acquisition, 40 (2018) 4, S.707-730 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Incidental Learning; Vocabulary Development; Pretests Posttests; Language Tests; Task Analysis; Rewards; Prediction; Teaching Methods; Learning Processes + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Inzidentelles Lernen; Wortschatzarbeit; Language test; Sprachtest; Aufgabenanalyse; Reward; Belohnung; Vorhersage; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01